Students’ Need for and Satisfaction with Support Services in e-Learning


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Presentation at Supporting the Learner in Distance Education and e-Learning
3rd EDEN Research Workshop, Oldenburg, March 4-6, 2004

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Students’ Need for and Satisfaction with Support Services in e-Learning

  1. 1. Students’ Need for and Satisfaction with Support Services in e-Learning Supporting the Learner in Distance Education and e-Learning 3 rd EDEN Research Workshop , Oldenburg, March 4-6, 2004 Torstein Rekkedal, Professor, Director R & D Svein Qvist-Eriksen, Director Student Support Services NKI Distance Education Norway
  2. 2. Definitions and Terms <ul><li>The Project: Student Support services in e-Learning </li></ul><ul><li>E-Learning? What is it? </li></ul><ul><li>“ E-learning is the collection of teaching – and information packages – in further education which is available at any time and any place and are delivered to learners electronically. They contain units of information, self-testing batteries and tests, which allow a quick self-evaluation for quick placement. E-learning offers more lower level learning goals. Higher order goals like understanding, reasoning and (moral) judging are more difficult to achieve. They require an individualised interactive discourse and can hardly be planned” (Dichantz 2001) </li></ul>E-Learning defined in the project: ”…the provision of education or training electronically, via the Internet” Student support services: ”…those part of a distance or electronic learning system, which are additional to the provision of course content.”
  3. 3. NKI <ul><li>The NKI Group – a non-profit foundation in education: </li></ul><ul><li>NKI Distance Education: </li></ul><ul><ul><li>Each year around 15,000 active students </li></ul></ul><ul><ul><li>100 programmes and 400 courses </li></ul></ul><ul><ul><li>60 programmes and 380 courses on the Internet </li></ul></ul><ul><ul><li>The Norwegian School of Information Technology (NITH) </li></ul></ul><ul><ul><li>The Business Training Centre (NA) </li></ul></ul><ul><ul><li>NKI Publishing House </li></ul></ul><ul><ul><li>NKI Distance Education </li></ul></ul>
  4. 4. NKI and Online Education <ul><li>NKI Distance Education/NKI Internet College </li></ul><ul><ul><li>Online distance teaching since 1987 </li></ul></ul><ul><ul><li>In continuous operation </li></ul></ul><ul><ul><li>Integrated research/educational development/technological development </li></ul></ul><ul><ul><li>’ Mainstream’ technology </li></ul></ul><ul><ul><li>5800 students in 40 countries </li></ul></ul><ul><ul><li>  </li></ul></ul><ul><ul><li>380 courses/ 6 0 study programmes   </li></ul></ul>
  5. 5. 4 phases of development <ul><li>The Development of NKI Internet College – 4 ’Generations’ of Systems </li></ul><ul><ul><li>1987 -1994: </li></ul></ul><ul><ul><ul><li>1. Generation – based on the ’EKKO’ conferencing system </li></ul></ul></ul><ul><ul><li>1994 -1995: </li></ul></ul><ul><ul><ul><li>2. Generation – ’The Open Electronic College’: Philosophy: Constructing a system as ’open’ as possible in relation to external networks and services, based on the Internet, e-mail and Listserve conferencing system </li></ul></ul></ul><ul><ul><li>1996-2000: </li></ul></ul><ul><ul><ul><li>3. Generation – ’from small scale to large scale’ and permanent operation based on the WWW </li></ul></ul></ul><ul><ul><li>2001- : </li></ul></ul><ul><ul><ul><li>4. Generation – Introduction of a fully integrated system for development and administration of teaching/learning, logistics, invoices and salaries to handle ten thousands of students in flexible learning on hundreds of courses, programmes and tutors </li></ul></ul></ul>
  6. 6. Systems Integration for Optimal Student Support Solutions
  7. 7. NKI basic philosophies concerning distance learning <ul><li>Student autonomy and flexibility </li></ul><ul><ul><li>Flexible and individual distance teaching with the student group as social and academic support for learning </li></ul></ul><ul><li>Overall didactical solution: </li></ul><ul><ul><li>Individual studies, exercises and emphasis on tutor support </li></ul></ul><ul><ul><li>Support from the learner group through Forum interaction </li></ul></ul><ul><ul><li>Social constructivist learning theory? </li></ul></ul><ul><ul><li>Learning is a socially supported individual process </li></ul></ul><ul><ul><li>Colleagues, friends, family and other resource persons as </li></ul></ul><ul><ul><li>support for learning </li></ul></ul><ul><ul><li>Great need for support and continuous concern for students </li></ul></ul>
  8. 8. Student Support in the NKI Online Distance Education System Prospective phase – information/guidance
  9. 9. Student Support in the NKI Online Distance Education System Start-up phase
  10. 10. Student Support in the NKI Online Distance Education System Learning phase
  11. 11. Student Support in the NKI Online Distance Education System Graduation and after graduation
  12. 12. Survey <ul><ul><li>Needs for and satisfaction with support services </li></ul></ul><ul><li>Research methodology: </li></ul><ul><li>Qualitative and quantitative survey </li></ul><ul><li>Data collection </li></ul><ul><li>Selection of interviewees </li></ul><ul><li>Data processing and interpreting answers </li></ul>
  13. 13. Survey <ul><ul><li>Needs for and satisfaction with support services </li></ul></ul><ul><li>Results: </li></ul><ul><li>Prospective phase </li></ul><ul><li>Direct personal contact with advisors important </li></ul><ul><li>Registration/start-up phase </li></ul><ul><li>Technical support services important, but little used, introduction to study </li></ul><ul><li>techniques important and should be improved </li></ul><ul><li>Learning phase </li></ul><ul><li>Most important quality of feedback/quick turn-around time </li></ul>
  14. 14. Survey - Statistics
  15. 15. Survey - Statistics Relationship between “Usefulness/Importance” of the support elements and “ Satisfaction” with the support elements.
  16. 16. Conclusions <ul><ul><li>The studens find all support services provided to be important, and they are generally satisfied </li></ul></ul><ul><ul><li>Recommendations: </li></ul></ul><ul><ul><ul><li>Priory should be given to: </li></ul></ul></ul><ul><ul><ul><li>            Close follow up and support during the start-up phase concerning how to get started and how to make personal progression plans. </li></ul></ul></ul><ul><ul><ul><li>            Introduction to efficient techniques for online learning, specifically for students with little experience from independent learning. </li></ul></ul></ul><ul><ul><ul><li>            Follow-up and guidance of tutors who do not satisfy requirements concerning turn- around time and quality of comments/feedback to students. </li></ul></ul></ul><ul><ul><ul><li>            Developing course forums to function better for students who want more interaction with fellow students, without requiring too much participation for students who prefer more individual studies. </li></ul></ul></ul>
  17. 17. Thank you! <ul><li>NKI Internet College: </li></ul><ul><li>Powerpoint Presentation: SupportOldenburg.ppt </li></ul><ul><li>Presentation SupportOldenburg.doc </li></ul><ul><li>Torstein Rekkedal home page: </li></ul>